• Journal of The Korean Society of Integrative Medicine
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• v.8 no.3
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• pp.113-120
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• 2020

Purpose : The purpose of this study is to investigate creative confluence competency of occupational therapy students and to understand the correlations between five sub-elements of creative confluence competency. Methods : The subjects of this study were 132 occupational therapy students. The data collection period was from February 12, 2020, to February 28, 2020. A Google questionnaire was used to collect data through SNS; 16 data with insufficient responses were excluded, and 116 data were finally analyzed. The collected data was processed using SPSS 21.0. The data were analyzed using descriptive statistics, t-test, ANOVA, Scheffe's test and Pearson's correlation coefficient. Results : The mean scores for creative confluence competency of the occupational therapy students is as follows: Creative ability 3.12±.58, creative personality 3.29±.55, creative leadership 3.50±.53, convergent thinking 3.23±.57, confluent value creation 3.04±.59. Occupational therapy students' creative leadership competence was highest, and confluent value creation competence was lowest. The average score of creative confluence competency of occupational therapy students was 3.12±.58, and the Cronbach' α value of the creative confluence competency was .97, which was very reliable. There was a positive correlation between the five sub-elements of creative confluence competency. Conclusion : The data in this study are related to efforts to improve occupational therapy students' creative confluence competency and prepare for convergence education. And It is expected to be used as basic data for the development of occupational therapist competency to prepare for the 4th industrial revolution.

• Journal of Families and Better Life
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• v.33 no.5
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• pp.103-115
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• 2015

The purpose of this study is, first, to develop a Therapy Competency Enhancement Program for Novice Play-therapists Using Traditional Play to enhance therapy Competency and second, to examine the program's effectiveness. The program consists of 10 sessions and each session employs a variety of traditional plays. The Therapeutic relationship Scale and Playfulness Scale were used as a pre-test and post-test respectively. The data were analyzed by the SPSS 18.0 program, which applied the Mann-Whiteney U test and Wilcoxon rank sum test. Twelve novice play therapists participated in ten sessions of the Therapy Competency Enhancement Program, and were compared with the control group of twelve novice play therapists who did not receive treatment. The treatment group statistically showed significant enhancement in therapeutic relationships, and playfulness in comparison to the control group. It was concluded that the Therapy Competency Enhancement Program for Novice Play-therapists Using Traditional Play was effective for enhancing therapeutic relationships and playfulness. This study has significance in its attempt to develop a Therapy Competency Enhancement program to improve the therapeutic relationship, and playfulness of novice play therapists by Traditional Play.

• Journal of Music and Human Behavior
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• v.4 no.2
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• pp.106-114
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• 2007

Many scholars, clinicians and faculties of music therapy have dealt various issues on educational and clinical curricula for training music therapists. Depending on the philosophical orientations of educational institutes, the emphasis are different. The purpose of this paper is to examine and identify the areas for competency for gaining qualification in music therapy by reviewing the definitions of music therapy from the academic and professional perspectives; discipline-based, practice-based, and intrapersonal competency. The unique characteristics of music therapy as a professional discipline should be reflected in its curriculum and training content. Educational strategies need to be formulated to strengthen intrapersonal competency. The paper also discussed the consequential gains accordant with intrapersonal competency such as personal self-help skills using musical resources and coping with burnouts.

• The Journal of Korean Academy of Sensory Integration
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• v.20 no.1
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• pp.26-38
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• 2022

Objective : The aim of this study was to determine the priority competency by analyzing the importance, performance, and educational requirements of occupational therapists to develop a competency in performing sensory integration intervention. Methods : Occupational therapists were surveyed by gender, age, educational background, work location, occupational therapy experience, and sensory integration therapy experience. The difference was investigated through the importance-performance analysis of competency, and the priority of the competency was investigated using the Borich demand analysis method. Results : The therapists recognized professional competency as the most important, whereas performance was the least important. In all sub-competencies, the importance was high, but the performance was low. As a result, the education requirement was highest for professional competency. The importance-performance analysis revealed that professional competency was the area requiring the most urgent improvement. As a result of the Borich demand analysis, statistically significant differences between the importance of all competencies and the actual performance. The most significant difference was found in the professional competency group. Conclusion : The occupational therapists in this study who performed sensory integration interventions recognized professional competency as the most important but most lacking in actual clinical practice. The results of this study will be used as guidelines for developing competency-based sensory integrated intervention curricula.

• The Journal of Korean Physical Therapy
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• v.36 no.1
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• pp.45-51
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• 2024

Purpose: Since core competence-based training is in demand, this study aimed to develop a suitable talent model and major competencies for the Department of Physical Therapy at U University and use it to propose appropriate educational subjects. Methods: This case study was conducted at U university in Gyeongju-si, Gyeongsangbuk-do. To study curricula based on major competence, related documents were analyzed, expert opinions were obtained, and a consumer survey was conducted. Results: U University assigns major competencies for each department, develops subjects accordingly, maps them, and constructs a competency matrix. The four major competencies of physical therapy were defined as musculoskeletal system, nervous system, cardiorespiratory system and sports injury, and physical management abilities. In order to realize these major competencies, U University added subjects to its curriculum. Conclusion: The results of internal and external environmental analysis should be more actively considered to enable changes in subjects at the departmental level. In addition, the setting of major competencies should be subjected to more detailed, specific reviews to maintain the basic principles of major curricula.

• The Journal of Korean Academy of Sensory Integration
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• v.20 no.2
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• pp.1-10
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• 2022

Objective : This study aimed to investigate the importance, performance, and educational needs of sensory integration intervention competency for newly employed therapists who use sensory integration intervention. Methods : The general characteristics, importance, performance, and educational needs of sensory integration intervention competency were investigated for therapists with less than three years of experience in sensory integration intervention. Educational needs and rankings were identified through Borich needs analysis. Results : The competency cluster that newly employed therapists perceived as the most important but with the lowest performance level was "Expertise," and the demand of the "Expertise" competency cluster was also the highest in the analysis of educational needs. The difference in importance and performance in all sub-competencies was statistically significant. In the Borich needs analysis, the rank of educational needs was derived as follows: "Evaluation skill" (5.56), "Analysis skill" (5.50), and "Overall knowledge of occupational therapy" (5.47). Conclusion : It was found that the newly employed therapist using sensory integration intervention recognized professional competency as the most important, while also recognizing that their professional competency was low. Accordingly, education to enhance professional competency was most needed. This study presented basic data for the direction of education to strengthen competency in consideration of the educational needs of newly employed therapists.

• Therapeutic Science for Rehabilitation
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• v.7 no.1
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• pp.37-50
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• 2018

Objective : The purpose of this study was to develop a competency indicators of occupational therapists for occupation-based intervention by conducting a Delphi survey to occupation-based intervention experts. Methods : After analyzing the data related to occupational therapists indicators in korea, the results of Delphi survey were collected three times from October to December 2016. Based on the results, we developed occupational therapists competency indicators for occupation-based intervention through expert panel's opinions. Results : Based on the eight competency elements, the competency indicators were examined by 133 primary and 133 secondary competency indicators. Finally, 131 competency indicators were developed based on 8 components as occupational therapist competence indicators for occupation-based intervention. The results of the third delphi showed a high level of content validity of .95, stability of .10, convergence of 0, and consensus of 1. Conclusion : The developed occupational therapist competence indicators for occupation-based intervention could be used in various clinical decision making such as occupation-based intervention, education training, education development and evaluation.

• The Journal of Korean Academic Society of Nursing Education
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• v.4 no.2
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• pp.220-235
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• 1998

The revolution of nursing curriculum has been focused on clinical competency for nursing graduates to flexibly respond to changes in societal health needs and disciplinary requirements. In this trend, the study was designed to identify basic concepts of nursing education that reflects the changes in societal needs and nursing discipline, and to develop the instrument to measure performance level in each dimension of clinical competency. The study was conducted in two phases. In phase 1, principal concepts consisted of nursing education were determined through literature review as well as series of discussion sessions on nursing philosophies and educational objectives among researchers. Though the process, the conceptual framework of competency based nursing curriculum was constructed with nursing process and professional role as horizontal threads, client, health needs, and nursing interventions as vertical threads. Then, items were developed to represent each dimension of competency : client and health need, nursing process, professional role, and nursing interventions. The total of 273 items were included as to represent clinical competency required for BSN graduates. In phase 2, questionnaires were distributed to nursing faculties of 41 BSN programs to validate the 273-item Instrument developed to measure competency. The total of 34 subjects returned the questionnaire with 81% of response rates. The subjects of the study had an average of 42 months of clinical experience and 13 years of education experience in various nursing areas with an age range of 30 to 52 years. The data were analyzed by utilizing SPSSWIN and the results are as follows. 1) The mean score of the nursing process dimension was supported most with the mean of 3.60(SD=0.32) compared to client and health need dimension(M=3.49, SD=.40), professional role(M=3.41, SD=.44), and nursing interventions(M=3.57, SD=.34). 2) The dimensions of competency were moderately correlated to each other with a range of r=.433 to r=.829, confirming that four dimensions of competency were related but distinct concepts. 3) The items of each dimension were analyzed based on its appropriateness. 'Assessing risk factors of the clients' were most highly supported in client and health need dimension. Most items of nursing process dimension were considered appropriate, while items related to efficient communication were well supported in professional role dimension. In nursing intervention dimension, items on basic nursing skills were highly supported while items on specific nursing interventions such as music therapy or art therapy were considered relatively inappropriate to competency for BSN graduates. The findings clearly showed that the current nursing education more emphasizes nursing interventions based on nursing process than other dimensions of competency. There is a need to reconceptualize nursing curriculum that is able to reflect more of nursing professional role and client/health need dimensions. Further research to validate the instrument by confirming competency dimensions of nursing graduates who are currently working at the hospital has been suggested.

• Journal of the Korean Applied Science and Technology
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• v.38 no.1
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• pp.208-216
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• 2021

The purpose of this study is to survey the occupational therapists's vocational core competency. Study subjects were 138 occupational therapists and 95 students majored occupational therapy and they participated in the survey about the vocational core ability to confirm the factors about the vocational core ability. As the results of these, both occupational therapists and university students majored occupational therapy felt the need for vocational ability and communication skills, interpersonal relationship skills, and problem-solving skills were found to be important, and that they also possessed them. However, only in the group of students majored occupational therapy showed that technical skills were important, but they did not possess the most. Accordingly, it is necessary to consider a curriculum that can collect knowledge and information on various skills necessary for actual vocational performance as the occupational therapist.

• Journal of Korean Clinical Nursing Research
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• v.14 no.1
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• pp.99-111
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• 2008

Purpose: This study was done to provide basic data for developing an in-service education program to improve nurses' quality. First, frequency of nursing activities and competency levels of emergency nurses according to their career ladders were compared through job analysis and then practical education programs were presented on based of the results. Method: Data were collected from 335 nurses working in emergency rooms in 31 tertiary hospitals. Data collection was done from September to November 2005 using the job analysis questionnaire. Results: There were 41 nursing activities that showed differences in frequency and 78 activities that showed differences in perceived competency level. Irrespective of emergency nurses' careers, activities that show high frequency but low competency were sputum liquefying therapy, assessment of cranial nerve function, identification of diagnostic radiology, and communication with various departments. In-service education content according to nurse's career ladders was presented by adding high frequency nursing activities and activities with low competency level even though having high frequency. Conclusion: There is a need to develop and provide in-service education programs, which consider nurses' difference in frequency and competency level for their career ladders.